The extant research literature on emergent bilingual spelling focuses on developmental patterns and the interference of first language with second language. The purpose of this article is to provide teachers with an alternate view of emergent bilingual spelling in an effort to influence spelling instruction in the classroom. Writing samples produced by second-grade students in a dual language program were analyzed to gain insight into the spelling development of emergent bilinguals. Strikingly, there was an inverse relationship between Spanish-influenced errors and English approximations as the school year progressed. In other words, as fluency in English orthography increased, Spanish-influenced errors decreased. Furthermore, emergent bilinguals committed vowel spelling errors throughout the school year. The researchers discuss implications for classroom instruction in the form of a process that teachers can use to teach English spelling. Additionally, a list of common spelling errors is provided. The authors maintain that spelling errors are not a result of interference but are part of the developmental process in learning English that can be addressed through individualized and/or group instruction.

中文翻译：

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拼写出来，一个 por Uno：双语课堂中新兴双语者的模式

现存的关于双语拼写的研究文献集中在发展模式和第一语言与第二语言的干扰上。这篇文章的目的是为教师提供一种新的双语拼写的替代观点，以影响课堂中的拼写教学。分析了双语课程中二年级学生的写作样本，以深入了解新兴双语者的拼写发展。引人注目的是，随着学年的进展，受西班牙语影响的错误与英语近似值之间存在反比关系。换句话说，随着英语正字法流利程度的提高，受西班牙语影响的错误减少了。此外，新出现的双语者在整个学年都犯了元音拼写错误。研究人员以教师可以用来教授英语拼写的过程的形式讨论对课堂教学的影响。此外，还提供了常见拼写错误的列表。作者坚持认为拼写错误不是干扰的结果，而是英语学习发展过程的一部分，可以通过个性化和/或小组教学来解决。